Continuation Writing读后续写专题一 语篇解读、情节梳理与构思 学习目标 To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text. To lead students to analyze the plot of the story and the changing emotions of David. 3) To practice the basic steps of Continuation Writing. 一、读后续写“解题三步骤” 浅层信息获取：when, where, who, what 分析人物性格特点 Read 深度解读语篇 理清情节和情感 深层文本解读 明确故事主题 品味写作风格和语言 Think 推测情节发展 结合所给两段首句 构思写作框架 结合正能量和原文呼应 动作描写 Write生动编写故事 情感描写 环境描写 语言运用 二、怎么读？ （1）边读边用中文把主要情节写下来。特别注意情节发展和情感变化，总结人物性格特征。 （2）主要情节即“记叙文六要素”：人物、时间、地点、起因 、经过、结果。(即谁、在什么时间、什么地方，因为什么、发生什么问题、结果怎样。) 三、读后续写三个原则 1. 原文一致原则 内容要前后衔接，上下连贯，语言表达风格一致。 曲折性原则（过程性）（问题problems→解决solutions） 凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。 正能量原则（结局性） 故事内容一定要正能量，故事的结局是美满的。如：迷路了，但最终一定回到家；失败或遇到困难，但最终一定能成功；吵架了，一定和好等。 四、实战演练（2022年全国新高考） It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration (懊恼). I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. We sat down next to each other, but David wouldn’t look at me._____ _____ _____ I ... ...
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